Game-Tailored Instruction Run by A Foreign English Teacher: Are the Students Engaged and Motivated?

Damar Isti Pratiwi, Akbar Zulkarnain, Ilham Satrio Utomo


Motivating students to speak in the classroom is a daunting task faced by many language teachers worldwide (Ulla, 2020). However, investigation reporting motivation among EFL class taught by foreign teachers are rarely revealed. Thus, this study investigates English speaking class taught by a foreign English teacher and students’ motivation during the program. The participants were freshmen in the academic year of 2019/2020 (N=48). It was conducted on the bridging time of the 1st and 2nd semester (January – March 2020). This study applied observation class and a survey method to collect the data. The observation class revealed the method and strategy used by a foreign English teacher, while the survey utilized a 5-scale Likert questionnaire. The results showed that the teacher implemented several game-based strategies in class combined with topic based on the context. The survey acknowledged that the students had high motivation in speaking English. These results shed light on the speaking class design and material in engaging students’ learning motivation which has to be fun, interesting and fit with the context


foreign English teacher, learning strategy, motivation, speaking

Full Text:



Abdurahman, N. H., & Rizqi, M. A. (2020). Indonesian students’ strategies to cope with foreign language anxiety. Teflin Journal, 31(1), 1–18.

Al-nawrasy, O. (2013). The Effect of Native and Nonnative English Language Teachers on Secondary Students ’ Achievement in Speaking Skills. Jordan Journal of Educational Science, 9(2), 243–255.

Alamsyah, A. (2019). Incorporating cultural factors in efl context. English Review: Journal of English Education, 8(1), 157–164.

Alghaberi, J. A. (2019). Methods for Teaching Speaking Skill At Thamar Schools and Their Impacts on Learners’ Oral Competency. English Review: Journal of English Education, 7(2), 39.

Allsop, Y., & Jesse, J. (2015). Teachers’ experience and reflections on game-based learning in the primary classroom: Views from England and Italy. International Journal of Game-Based Learning, 5(1), 1–17.

Almansour, M. I., & Al-Ahdal, A. A. M. H. (2020). Enhancing the speaking proficiency of undergraduate ESP students through the use of blended learning approach. Asian EFL Journal, 27(31), 342–355.

Alyaz, Y., & Genc, Z. S. (2016). Digital game-based language learning in foreign language teacher education. Turkish Online Journal of Distance Education, 17(4), 130–146.

Aminullah, A., Loeneto, B. A., & Vianty, M. (2019). Teachers’ Attitudes and Problems of Using Ict in Teaching Efl. English Review: Journal of English Education, 8(1), 147.

Arfani, S., & Sulistia, A. (2019). Teaching Speaking Using a “Snake and Ladder” Board Game: a Teacher Story. Research and Innovation in Language Learning, 2(1), 65.



  • There are currently no refbacks.

Copyright (c) 2021 Damar Isti Pratiwi, Akbar Zulkarnain & Ilham Satrio Utomo

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

RILL is a journal of first and second (foreign) language learning and teaching such as Javanese, Sundanese, Bahasa Indonesia, English, Arabic, Malay, etc. with p-ISSN 2614-5960 and e-ISSN 2615-4137

execute(); ?>